Todd County Middle School · OSEU 1,2,3,5&6 · Reading

5-STEP Lesson Plan Teacher Raymond Taddeo Date 1 week plan w/ extensions Unit Title/Lesson # NEWSELA Unit Class/Grade 6 Grade Reading Class th Objective/Aim: SWBAT Learn about and discuss AIM, NO DAPL, Native Schools What will your students be able to do by the end of class? Agenda Explain and discuss why IDR is important to our growth and development as a class. Model and practice the procedures for IDR class: how to gather our materials, how to find a seat, how we independently read with purpose, how we fill out our exit tickets. Exit Ticket Questions: Day 1 – What were some of AIMs goals? What were some of their How will you know concretely that accomplishments? all of your students have mastered Day 2 – What were the goals of the No DAPL protestors? Why is the work of the objective? water protectors so important? Day 3 – What are some of the things Native schools are doing around the country? What are some of the things our school is doing? What would you like to see more of? Materials  The three articles from Newsela, Standards OSEU 1.4 – Identify and explain contemporary environmental issues facing Oceti Sakowin lands. OSEU 2.3 – Recognize that there is a continuum of tribal identity, ranging from assimilated to traditional lifestyle that includes each unique subculture or individual member within the Oceti Sakowin. OSEU 3.2 – Describe efforts made by tribal members on and off the reservation to revitalize Oceti Sakowin Languages OSEU 5.1 – Identify elements of Oceti Sakowin culture with oral tradition, written accounts, and primary source information and compare them to written accounts by mainstream historians. OSEU 6.4 – identify and describe the impacts of US assimilation policies and programs on Oceti Sakowin people in education, language, culture, civil rights, and spiritual practice CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-LITERACY.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.  Day 1 - What does AIM stand for? # of Who here knows someone, a family member, relative, or friend minutes: who was involved in or has talked about AIM? 5 Day 2 – Who here has heard of No DAPL? What were they protesting? Who knows someone who was involved? Lakota Words of the Day – Mni Wiconi (Extension – Bears Ears Monument) (Extension – SLC Air Protectors) Do Now Day 3 – What does our school here do related to Lakota Culture? What do you wish our school did more of, culturally? Word of the Day – Indigenous (Learn about other successful indigenous schools and what they do) Day 4 – Discussion circle… the do now will be to line up at the front of the door, ready to go outside to discuss our week Today we will be reading an article about…. Opening/Hook: How will you focus, prepare and engage …AIM… students for the lesson? How will you activate prior knowledge? …No DAPL… …Indigenous Schools… Why do you think we are doing this? Why is this important? Introduction to New Key Points/definitions: 5-7 Material/Mini-Lesson  Protests How will you convey the new information  Racism to students? How will you model? What  Treatment of Indigenous Peoples will students do?  AIM  No DAPL  Education  Systems of oppression Model: Before reading we will discuss the difference between comprehension and making inference questions. Will Model how to find and underline key information in a text in the first paragraph(s) using an example on the board. Guided Practice: To check for understanding, We will use turn and talks and then How will your students attempt to class-wide sharing to discuss our answers for the comprehension explain or practice what you have and inference making questions throughout the articles. Every taught? How will you monitor, coach and paragraph or two there is a direction to “STOP” and answer the check for understanding? questions below.  Independent Practice: After discussing inference making and comprehension and 25 In what ways will your students show modeling underlining key information, students will be mastery on their own? instructed to read independently and answer the questions within their articles. When 80-90% of students have answered a set of questions (using hand raising to determine who is ready), we will turn and talk and then share out to discuss our answers. The articles will be read, answered, discussed and then turned in by the end of the class period. Anything not completed is the students’ responsibility to complete for homework. Closing: 5 How will you have students summarize what Students will discuss their final questions and then discuss again they learned? How will you connect this lesson to past and future learning? How will you the “Why”… assess mastery? Why do you think we read this? Why is it important that we learn this? How can we use this information in our own lives?